Moral Reasoning Among Croatian Students of Different Academic Orientations

2017 ◽  
Vol 6 (2) ◽  
pp. 208
Author(s):  
Andrea Tokić ◽  
Matilda Nikolić
Keyword(s):  
Social Sciences ◽  
Nursing Students ◽  
Social Studies ◽  
Moral Reasoning ◽  
Formal Education ◽  
Law Students ◽  
Academic Disciplines ◽  
Social Sciences And Humanities ◽  
Humanities Students ◽  
Health Care Law

Previous studies demonstrated that different academic contexts could have different effects on moral development, i.e. in most cases formal education enhances moral reasoning, but sometime erodes it (for example for medical students). The aim of this study was to examine differences in moral reasoning among students of different academic disciplines (health care, law, social sciences and humanities). In research participated 386 students (Mage=23,12): 154 law students, 55 nursing students, 123 other social sciences students, a 53 humanities students. Participants took Test of Moral Reasoning (TMR) (Proroković, 2016) which measures index of moral reasoning (in range from 0 to 1), and idealistic orientations (humanistic and conservative). The results showed that there was no difference in the moral reasoning index among students of different academic orientations. Furthermore, students of different academic disciplines differed in the humanistic orientation in a way that students of social studies were more humanistically oriented than law students. Some of the possible explanations for the lack of differences with regard to academic orientations is that overall stimulating environment that college provides is perhaps more important for moral reasoning development than specific academic contexts. Findings of this study are consistent with the findings of some of the previous studies.

scholarly journals Isu Global dan Tantangan Pembelajaran Pendidikan IPS

2019 ◽  
Author(s):  
Muh Sholeh
Keyword(s):  
Social Sciences ◽  
Social Studies ◽  
Negative Impact ◽  
Global Issues ◽  
Social Sciences And Humanities ◽  
Good Citizenship ◽  
Global Issue ◽  
The Social ◽  
Selection Of ◽  
Classroom Level

Global issues able to seize the attention of the global community and broad influence, including encouraging community groups take bold decisions. Social Studies stakeholders keeping the spirit of good citizenship, so as to be able to address global issues such well through learning more meaningful to be able to dampen the negative impact of the growing global issue. Social Studies is simplification and the selection of the disciplines of the social sciences and humanities, as well as basic human activity that is organized and presented scientifically and psychologically for educational purposes. Global issues is a challenge in implementing the learning Social Studies. Efforts to address these challenges can be carried out at the institutional level and the classroom level. Institutionally, Social Studies curriculum should be adapted to the global challenges, academic forum intensity increased quantity and quality. At the classroom level, teachers and lecturers need to increase its capacity through training and creative in implementing meaningful learning in order to attempt to produce good citizens can be realized.Keywords: Global Issues, Challenges Learning, Socia Studies

scholarly journals Moral Reasoning Of Business, Nursing And Liberal Arts Students

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
George P.W. Lan ◽  
Sharon McMahon ◽  
Norm King ◽  
Fritz Rieger
Keyword(s):  
Nursing Students ◽  
Moral Reasoning ◽  
Liberal Arts ◽  
Formal Education ◽  
Business Students ◽  
Defining Issues Test ◽  
Font Size ◽  
Psychometric Instrument ◽  
Liberal Arts Students ◽  
Upper Level

<p class="MsoNormal" style="text-align: justify; margin: 0in 0.5in 0pt; mso-pagination: none;"><span style="font-size: 10pt; mso-bidi-font-size: 12.0pt;" lang="EN-CA"><span style="font-family: Times New Roman;">This paper presents the results of an analysis of the level of moral reasoning across different majors and between undergraduate and graduate business students at a middle-sized Canadian university. The Defining Issues Test (DIT2), a recent version of the original DIT test, a well-known and widely tested psychometric instrument, is used to measure the level of moral reasoning. The results showed that beginning nursing students scored significantly lower on the DIT2 tests than the upper level liberal arts and business students and that older students scored significantly higher than younger students and that the main variable affecting the level of moral reasoning was the level of formal education of the participants. Even after allowing for the variance caused by age and by the major field of study of the respondents, the level of education by itself is a significant predictor of the P (Principled) score, an output of the DIT2, which is an indicator of the level of moral reasoning. On the other hand, the gender and political views of the respondents did not affect the DIT2 P-scores significantly.<strong style="mso-bidi-font-weight: normal;"></strong></span></span></p>

scholarly journals Meaghan Morris: Cultural Historian

2018 ◽  
Vol 24 (1) ◽  
Author(s):  
Chris Healy
Keyword(s):  
Social Sciences ◽  
Cultural Studies ◽  
Cultural History ◽  
Knowledge Work ◽  
Academic Disciplines ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Cultural Historian ◽  
The Moment ◽  
Cultural Theorist

Meaghan Morris was celebrated at the Meaghan Morris Festival as a mentor, a cultural theorist, a much-loved colleague, a lecturer, a polemicist and a stirrer, a teacher, an internationalist, a translator and much else besides. Here, I want to add to that chorus by making a very specific case: that Meaghan Morris is the most significant and innovative living Australian cultural historian. This characterisation is, in part, rooted in my own investments in work at the intersections of cultural studies and cultural history but it is of much greater significance. An influential contemporary characterisation of cultural studies is that it was a boomer reaction to existing disciplinary constraints, a manifestation of anti-canonical impulses that choose instead to celebrate marginality while at the same time making an innovative case for the ways in which culture matters. It follows that if, today, academic disciplines in the social sciences and humanities have become highly flexible (rather than canonical) and maintained their institutional hegemony while simultaneously becoming irrelevant to much knowledge-work and that, today, margins and mainstreams seem like next-to-useless terms to describe cultural topographies or flows and that, today, culture matters nowhere so much as the rapacious industries of media cultures, then perhaps the moment of cultural studies seems of historical interest only.1

Factors affecting the Faculty of Social Sciences and Humanities student’s satisfaction on Can Tho University quality of training services

2021 ◽  
Vol 66 (1) ◽  
pp. 120-135
Author(s):  
Thao Tang Dinh Ngoc ◽  
Tron Nguyen Van ◽  
Phat Vo Tan ◽  
Thanh Nguyen Duong
Keyword(s):  
Social Sciences ◽  
Student Satisfaction ◽  
Factors Affecting ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Administrative Procedures ◽  
Quota Sampling ◽  
Humanities Students ◽  
Training Services

The study was conducted to find out the satisfaction level of students of the School of Social Sciences and Humanities with the quality of training services of Can Tho University. Research data were collected from 240 students who have been studying at School of Social Sciences and Humanities by the quota sampling method from course of 41 to 44, studying at the school with the majors of Literature, Vietnam studies, Information Studies and Sociology. The EFA exploratory factor analysis method and linear regression are used to identify groups of factors that affect the satisfaction of the Social Sciences and Humanities students with the quality of CTU's training services. The research results showed that there are four groups that affect student satisfaction, which are the educational environment, training programs, pedagogical skills and administrative procedures. In general, the students of the Faculty of Social Sciences and Humanities are satisfied with the quality of training services at CTU.

scholarly journals Handbook of Indicators of Institutionalization of Academic Disciplines in SSH

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Fleck Christian ◽  
Karády Victor
Keyword(s):  
Social Sciences ◽  
United Kingdom ◽  
The Netherlands ◽  
Political Science ◽  
Comparative Research ◽  
Academic Disciplines ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Funded Project ◽  
The Eu

This is the handbook of indicators with which the comparative research on the insitutionalization of several academic disciplines in the social sciences and humanities has been organised within the EU-funded project INTERCO-SSH. The project studied the historical trajectories of seven disciplines (anthropology, economcs, literature, philosophy, political science, psychology, sociology) in seven countries (Argentina, France, Germany, Hungary, Italy, the Netherlands, United Kingdom) since 1945. 

scholarly journals Crises in a Doctoral Research Project: A Comparative Study

10.28945/4044 ◽  
2018 ◽  
Vol 13 ◽  
pp. 211-231
Author(s):  
Reuven Katz
Keyword(s):  
Social Sciences ◽  
Comparative Study ◽  
Doctoral Students ◽  
Engineering Students ◽  
Science And Engineering ◽  
Social Sciences And Humanities ◽  
Quantitative Results ◽  
Professional Assistance ◽  
Humanities Students ◽  
Doctoral Candidates

Aim/Purpose: To present quantitative results of an investigation that assessed crises reported by doctoral candidates while working toward their degree. Background: Crises that candidates encounter during their doctoral journey may lead to attrition from the doctoral program. A crisis in a doctoral project has several characteristics that must be understood in order to identify the crisis and, if possible, take corrective actions. Our study investigates various types of potential crises and the way candidates experience them. Methodology: We conducted a survey among enrolled doctoral candidates at five universities in Israel and three technological universities in Western Europe. We compared the answers of Israeli Social Sciences and Humanities candidates with those of Israeli Science and Engineering candidates; we also compared the answers of Israeli Science and Engineering students with their Western European peers. We applied statistical analysis to identify and compare significant patterns of reported crises among these three groups of candidates. In addition, we tried to find significant relationships between the reported crises and selected parameters that characterize the candidates’ background and learning habits. Contribution: The research presents quantitative results of typical crises patterns in a comparative study. It shows that while many candidates experience crises, few seek professional assistance. Findings:Our investigation showed that about 60% of enrolled doctoral candidates reported a crisis. Of the candidates who reported crises, about 70% did not seek professional assistance. Emotional crises were reported by a significantly higher percentage of Social Sciences and Humanities students than of Science and Engineering students. Conversely, expectation crises were reported by a significantly higher percentage of Science and Engineering students than of Social Sciences and Humanities students. Significantly, more Social Sciences and Humanities students reported economic crises than did Science and Engineering students. Students who experienced a crisis reported that it caused delays in the research and affected its quality. As a result of their crisis, over 25% of Science and Engineering students seriously considered terminating their studies. Recommendations for Practitioners :The results and discussion may be useful as a guide for advisers to better understand the formation of crises among their doctoral students. Recommendation for Researchers: The quantitative methodology presented in the paper may be applied to investigate additional phenomena in the field of doctoral studies. Impact on Society : The paper demonstrates that doctoral students are aware of potential crises due to the stressful environment they face. By reducing the number of crises, it may be possible to reduce the current rates of attrition, which have a significant impact on national economy. Future Research In future work we plan to expand the research to include the US in the comparative study.

The Container Model of Society as a Research Paradigm

2021 ◽  
pp. 15-24
Author(s):  
Liubov V. Klepikova ◽  
◽  
Sergej N. Klimov ◽  
Keyword(s):  
Social Sciences ◽  
Social Studies ◽  
New Approach ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Migrant Studies ◽  
Long Time ◽  
History Of ◽  
The Common ◽  
Container Model

The article deals with the container model of society (CMS) which has been used for a long time in disciplines dealing with the study of society, the processes of its development and change. The term CMS was introduced into the scientific circulation of foreign social sciences and humanities about twenty years ago, but it is not yet widely known in the Russian social studies. The article traces the history of the formation of the KMO and its introduction into the research apparatus of foreign social and humanitarian works, provides an overview of the monograph by U. Beck, as well as the article by N. Glik Schiller and A. Wimmer. The CMS is based on the view of society as a set of closed social groups that are “containers”. Hitherto CMS has been used as the methodological tool, which allowed reconsidering the old approaches and the concepts formed in the social and migrant studies. However, the fact that not only scientists, but also ordinary members of the community, were inclined to systematize social reality like the puzzle of the homogeneous “containers”, was out of the re­searchers’ attention. The main peculiarity of the modern situation around CMS consists in the circumstance that CMS is reproducing itself permanently in the common discourses, in the various confrontations and conflicts. The arti­cle’s authors try to show not just the methodological, but also the theoretical pos­sibilities of CMS for the social studies in Russia. In view of the principles, which the individuals use to identify themselves and others, the socio-humanitarian studies are capable to get a fundamentally new approach toward the analysis of the social field of the human existence as well as to diverge from the method­ological dogmatism in the field of the social sciences.

scholarly journals International Education in the 21st Century: The Importance of Faculty in Developing Study Abroad Research Opportunities

2015 ◽  
Vol 26 (1) ◽  
pp. 167-186 ◽  
Author(s):  
Todd Giedt ◽  
Gigi Gokcek ◽  
Jayati Ghosh
Keyword(s):  
Social Sciences ◽  
Study Abroad ◽  
International Education ◽  
Undergraduate Curriculum ◽  
Research Opportunities ◽  
Social Sciences And Humanities ◽  
Undergraduate Study ◽  
And Mathematics ◽  
Undergraduate Programs ◽  
Humanities Students

United States institutions of higher education are under increasing pressure to “internationalize”, which entails expanding curricula to overseas contexts, accepting international students, and sending significant numbers of Americans to study abroad. Despite such initiatives, as well as its assumed value in the undergraduate curriculum, less than ten percent of U.S. students currently study abroad, with STEM participation traditionally lagging behind that of social sciences and humanities students. Unfortunately, study abroad enrollments have not expanded in the desired magnitude(s), despite the explosion of shorter-term programming. With this in mind, what kinds of programs might leverage STEM disciplinary research interests to facilitate growth in these majors? How would these programs distinguish themselves from traditional ones, which are usually course-based? And finally, how would they incorporate STEM faculty to ensure that they are sufficiently integrated into the curricula? This paper argues that a reimagining of study abroad programming may be necessary – one that begins and ends with local disciplinary faculty, especially those in the STEM (sciences, technology, engineering, and mathematics) fields, to develop undergraduate study abroad research opportunities. In doing so, it asserts that STEM disciplinary interests towards internationalization are fundamentally different than faculty in the humanities and the social sciences, and it is necessary to leverage these distinctions to create high-quality undergraduate programs oriented towards research. The argument is supported with examples from several University of California campuses and some private universities.

scholarly journals Multicultural Brazil in the BRICS Countries: Potentials for the Social Sciences and Humanities

2020 ◽  
Vol 7 (5) ◽  
pp. 14-22
Author(s):  
Ana Ivenicki
Keyword(s):  
Social Sciences ◽  
Social Studies ◽  
International Standards ◽  
Population Characteristics ◽  
National Plan ◽  
Social Sciences And Humanities ◽  
Brics Countries ◽  
The Social ◽  
Recent Project

This study argues a case for multiculturalism as a possible approach for addressing the complexities of societies such as the BRICS, taking Brazil as a case study. It contends that knowledge derived from such a study can benefit Social Studies and Humanities worldwide, particularly considering that cultural diversity has been increasingly present due to globalisation, internationalisation and growing mobility of groups of people, including refugees all over the world, requiring new epistemologies and narratives in research. The paper firstly analyses the concept of multiculturalism, discussing its perspectives from more liberal approaches up to more critical, postcolonial and decolonial perspectives that focus on the challenge of prejudices that operate in terms of control and denial of pluralism. It discusses the multicultural composition of the population of Brazil as a BRICS country, analysing its main geographical and population characteristics. The main focus of the paper is to delve in the ways that Brazilian educational policies have been trying to address both international standards and the valuing of cultural identities and equity-oriented approaches that are inclusive and multicultural. It particularly focuses on the National Plan for Education and of the recent project for higher education institutions (called “Future-se”). Finally, it concludes by pointing out tensions and possibilities of such Brazilian endeavours in the context of the BRICS countries. Such a study may be relevant comparatively, hopefully providing reflections for new epistemologies and the potential value of these for the Social Sciences and Humanities.

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